Course Title: Research Proposal Design: Attachment and Developmental Psychopathology Course Number: PSY 7005 A8 School/College: CSPP-San Francisco
Term and Year: Fall, 2009
Class location: One Beach Street, San Francisco, Room 210
Class Meeting days and time(s): Tuesdays, 12:10 p.m. to 3:00 p.m.
Instructor Name and Title: Elena Padrón, Ph.D., Assistant Professor
Office location: SF Campus, Room 273
Email address: epadron@alliant.edu
Phone: 415-955-2111
Grading: Credit/No Credit
Credit hours: 3 credits per semester
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Additional articles may be added to augment the texts. Grading criteria will only be changed with advance notice.
I. Course Rationale:
This course is the first in a two-semester sequence designed to develop core competency in the area of research and evaluation (CSPP Program Outcomes and Courses, Table 1, Section B.4) and to develop problem-solving skills and attitudes essential for life-long learning and scholarly inquiry (CSPP Program Outcomes and Courses, Table 1, Section D). The main objectives of this course are to prepare students to demonstrate mastery in: · The ability to read and critically review psychological literature. (B.4.a) · The ability to synthesize and integrate research findings from different sources and to pose theoretical, clinical or predictive questions and draw conclusions. (B.4.c) · The ability to demonstrate in writing and orally the application of research findings to clinical phenomena and/or practice. (B.4.d) · The ability to critically assess the application of research findings to diverse ethnic and cultural groups. (B.4.e) · Understanding and adoption of values of life-long learning and the role of the clinical psychologist as a “local clinical scientist”. (D.1) · The ability to understand, evaluate, organize, and synthesize psychological literature. (D.2) · The ability to identify challenges and problems in clinical practice and to undertake self-directed education to resolve these challenges and problems. (D.3) · The ability to present results of self-directed education in educational presentations both verbally and in writing and through written documents incorporating scholarly integration of practice theory and research findings. (D.4) · The ability to inform practice with results of self-education. (D.5)
II. Course Description, Purpose, Student Learning Outcomes and Assessment:
A. Course Description:
The Psy.D. clinical psychology program is organized to enable students to build sequentially on knowledge and skills. The second year Research Proposal Design seminar is the didactic course that accompanies the development of a student’s individual dissertation proposal development. In this course students consolidate G-1 level research, methods, and statistics competencies and start developing independent writing and researching competencies. This seminar provides small-group presentation and discussion of research at an advanced level. Particular emphasis is placed on integration of bodies of knowledge and theory, and applying these to clinical problems and populations. Each section of this course revolves around particular topic areas. This section is focused on attachment and developmental psychopathology, as they relate to parent-child relationships, intergenerational transmission of parenting, romantic relationships, or adaptation to trauma.
B. Purpose of the Course:
By the end of the first semester, students will have written a complete literature review.
By the beginning of the second semester, students will have written a draft of their methods section.
By the end of this year-long seminar, students will have passed proposal orals.
All students will be able to critically evaluate literature and research designs, develop research questions and methods, and understand their own proposal in a wider context of scientific and clinical knowledge.
C. Specific Learning Outcomes:
Upon completion of the course, students will be able to:
Assess their learning & writing styles, and utilize these in the development of their dissertation
Choose and develop a theoretically and empirically relevant dissertation topic
Review, critically evaluate, and synthesize the literature relevant to the dissertation topic, with an awareness of the strengths and limitations of particular research viewpoints
Discuss research orally and in writing in a professional manner, providing feedback to peers on their research projects and utilizing feedback from peers and faculty to develop and improve research and writing skills
Complete a comprehensive literature review for the dissertation proposal.
Propose methodologically appropriate and ethically sound procedures for carrying out the research.
D. Instructional Strategy:
This course is primarily a seminar class, which consists of discussion of readings, oral and written assignments. Written assignments and oral presentations will be utilized to assist with proposal progress. Ongoing individual meetings with the professor are integrated throughout the semester. Students are expected to read each other’s work, actively and respectfully participate in providing constructive feedback to peers, and read and discuss all required materials.
E. Diversity Issues:
This class assumes incorporation of critical and informed examination of diversity issues, as they relate to psychological research. Biases inherent in research and the researcher will be examined. Readings, class discussion and assignments will address these issues.
F. Description of Course Requirements and Assessment Methods:
Participation:
Class participation is a vital component of this seminar. It allows students to learn from each other, and permits the instructor to assess students’ learning and thinking styles, as well as their understanding of the material. Class participation will be evaluated based on the following: · The student’s willingness to participate actively in, and remain focused during, class discussions · The student’s ability to participate in a respectful and open manner · The student’s level of preparation and familiarity with required material · The quality of the student’s contribution, including an appropriate level of complexity, an ability to integrate various sources of information and levels of analysis, and a willingness to think creatively and flexibly (rather than repeat what others have said) · The student’s ability to provide constructive feedback to peers, and receive and incorporate feedback from peers and from the instructor into their work
Attendance:
Attendance criteria for this class include the following: if students miss more than 2 classes, they risk obtaining “no credit” for the semester, even if they have performed well on other dimensions of the class. Being more than 10 minutes late for a class, or in returning from a break, counts as missing one class. Attendance is a basic requirement. Turning in a written assignment late, or failing to turn it in, will result in a lower grade or failure of the class, depending on the work missed, at the discretion of the instructor. Contact the instructor as soon as possible if you learn you will be missing a course requirement. Attendance will be graded as follows:
0 absences
10 pts.
1 absence
5 pts.
2 or more absences
0 pts.
Ethical, Legal, and Professional Standards of Care:
Students are expected to perform within professional standards of research as determined by ethical codes, legal considerations, the University or Campus Internal Review Board, and accepted professional research practice. (See #5 in “IV. Policies and Procedures” section.) Ethical violations may result in students not passing the course (at the professional judgment of the instructor based on the nature of the ethical violation), regardless of quantity and quality of work in other areas. All dissertations must be submitted to IRB for approval, even if they do not involve any human participants. Failure to do so will result in referral to the program SERC and/or Program Director or equivalent. Behavioral Expectations:
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, graduate-level class participation, timely completion of assignments, or for violations of ethical and professional standards of care, at the discretion of the instructor.
Grading:
Class participation
10 pts.
Article analysis
10 pts.
Oral literature review
15 pts.
Written literature review
25 pts.
Attendance
10 pts.
Ethics
30 pts.
TOTAL
100 pts.
Students will receive a Credit/No Credit grade (see the Systemwide catalog for the Academic Standing Status for CSPP Doctoral Students). Credit for the class will be determined as follows:
85-100 pts.
Credit
<85 pts.
No Credit
III. Course Readings and Materials:
Required Texts:
Alliant International University (2009). Psy.D. Program Handbook and Research Manual. San Francisco: Alliant International University.
APA (2009). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: APA.
Meltzoff, J. (1997). Critical Thinking About Research: Psychology and Related Fields. Washington, D.C.: APA.
Rudestam, K. E., & Newton, D. R. R. (2007). Surviving Your Dissertation: A Comprehensive Guide to Content and Process (3rd ed.). Sage Publications, Inc.
Recommended Text:
Cassidy, J., & Shaver, P. R. S. (2008). Handbook of Attachment, Second Edition: Theory, Research, and Clinical Applications (Second Edition.). The Guilford Press.
IV. Policies and Procedures:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work and information missed during absences. When an absence is necessary, students should contact the instructor beforehand, either by phone or by email. See the University Catalog for the complete policy on attendance.
2. Information on Participation/types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who wish to make alternate arrangements for grading of participation, on the basis of cultural considerations, should discuss this with the instructor at the start of the semester. This option is not meant to be used to remediate lack of participation after the fact.
3. Responsibility to Keep Copies:
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
4. Respectful Speech and Actions:
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
5. Academic Code of Conduct and Ethics:
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
6. Evaluation of Students’ Professional Development and Functioning:
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology program. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
7. Disability Accommodations Request:
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli;nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays:
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services:
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
Week 1: SEPT 1Topics: Introductions, Getting organized, Creating a time-line for reading articles, Your strengths and weaknesses, Expectations of the Psy.D. dissertation process Class Activity: Discussion of terms for literature search
Week 2: SEPT. 8Topic: A map of the field & organizing your materials Reading: Meltzoff Ch. 1 & 3, Rudestam & Newton Ch. 1 Assignment: Bring results of your first literature search and your favorite article to share with the class Class Activity: Categorizing studies
Week 3: SEPT. 15Topic: Analyzing existing research Reading: Meltzoff Ch. 2 & 6, and classmates’ articles Assignment: Written analysis of your article, and come prepared to discuss others’ articles Class Activity: Presentation and discussion of your favorite article Week 4: SEPT. 22Topic: Defining your research question Reading: Meltzoff Ch. 5 & 7, Rudestam & Newton Ch. 2, and your own articles Assignment: Two-page description of your research question and type, to share with the group Class Activity: Discussion of research questions and basic terms Week 5: SEPT. 29Topic: Defining the nomological net Reading: Focus on your own articles Assignment: Place articles you have read into nomological net Class activity: Discussion of terms and conceptual organization, Sign up for individual meetings with instructor *Week 6: OCT. 6*Topic: Individual meetings with instructor to develop the nomological net Assignment: Draft of nomological net, according to your learning style
Week 7: OCT. 13Topic: Revisiting your research question Reading: Rudestam & Newton Ch. 3, and your own articles Assignment: Revised description of your research question, and abstract Class activity: Discussion and critique of research questions and abstracts
Week 8: OCT. 20Topic: Creating an outline and conclusion Reading: Rudestam & Newton Ch. 4, and your own articles Assignment: Bring draft of your outline to share with the group Class activity: Discussion of outlines, Sign up for individual meetings with instructor *Week 9: OCT. 27*Topic: Individual meetings with instructor to fill in the outline Assignment: Bring a narrative version of your outline
Week 10: NOV 3Topic: Roadblocks and problem-solving Assignment: Incorporate instructor feedback to create First Draft of your literature review. Bring copies to share with classmates Class activity: Open discussion and problem-solving about roadblocks, sharing your strengths with your peers Week 11: NOV. 10Topic: Developing your literature review Reading: Read your peers’ drafts from the previous week Assignment: Come prepared to provide constructive feedback to your peers Class activity: Feedback and discussion of First Drafts, Sign up for individual meetings with instructor *Week 12: NOV. 17*Topic: Individual meetings with instructor to revise your literature review Assignment: Bring Second Draft of literature review, and specific questions to discuss with instructor Week 13: NOV 24Topic: Oral presentations of literature review (30 min. each) Assignment: Final Draft of Written Literature Review due, Sign up for individual meetings with instructor
*Week 14: DEC 1*Topic: Individual meetings with instructor for feedback
Week 15: DEC 8Topic: Closing and preparing for intersession and next semester Class activity: Class discussion and potluck!
Course Title: Research Proposal Design: Attachment and Developmental Psychopathology
Course Number: PSY 7005 A8
School/College: CSPP-San Francisco
Term and Year: Fall, 2009
Class location: One Beach Street, San Francisco, Room 210
Class Meeting days and time(s): Tuesdays, 12:10 p.m. to 3:00 p.m.
Instructor Name and Title: Elena Padrón, Ph.D., Assistant Professor
Office location: SF Campus, Room 273
Email address: epadron@alliant.edu
Phone: 415-955-2111
Grading: Credit/No Credit
Credit hours: 3 credits per semester
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Additional articles may be added to augment the texts. Grading criteria will only be changed with advance notice.
I. Course Rationale:
This course is the first in a two-semester sequence designed to develop core competency in the area of research and evaluation (CSPP Program Outcomes and Courses, Table 1, Section B.4) and to develop problem-solving skills and attitudes essential for life-long learning and scholarly inquiry (CSPP Program Outcomes and Courses, Table 1, Section D). The main objectives of this course are to prepare students to demonstrate mastery in:
· The ability to read and critically review psychological literature. (B.4.a)
· The ability to synthesize and integrate research findings from different sources and to pose theoretical, clinical or predictive questions and draw conclusions. (B.4.c)
· The ability to demonstrate in writing and orally the application of research findings to clinical phenomena and/or practice. (B.4.d)
· The ability to critically assess the application of research findings to diverse ethnic and cultural groups. (B.4.e)
· Understanding and adoption of values of life-long learning and the role of the clinical psychologist as a “local clinical scientist”. (D.1)
· The ability to understand, evaluate, organize, and synthesize psychological literature. (D.2)
· The ability to identify challenges and problems in clinical practice and to undertake self-directed education to resolve these challenges and problems. (D.3)
· The ability to present results of self-directed education in educational presentations both verbally and in writing and through written documents incorporating scholarly integration of practice theory and research findings. (D.4)
· The ability to inform practice with results of self-education. (D.5)
II. Course Description, Purpose, Student Learning Outcomes and Assessment:
A. Course Description:
The Psy.D. clinical psychology program is organized to enable students to build sequentially on knowledge and skills. The second year Research Proposal Design seminar is the didactic course that accompanies the development of a student’s individual dissertation proposal development. In this course students consolidate G-1 level research, methods, and statistics competencies and start developing independent writing and researching competencies. This seminar provides small-group presentation and discussion of research at an advanced level. Particular emphasis is placed on integration of bodies of knowledge and theory, and applying these to clinical problems and populations. Each section of this course revolves around particular topic areas. This section is focused on attachment and developmental psychopathology, as they relate to parent-child relationships, intergenerational transmission of parenting, romantic relationships, or adaptation to trauma.
B. Purpose of the Course:
C. Specific Learning Outcomes:
Upon completion of the course, students will be able to:
D. Instructional Strategy:
This course is primarily a seminar class, which consists of discussion of readings, oral and written assignments. Written assignments and oral presentations will be utilized to assist with proposal progress. Ongoing individual meetings with the professor are integrated throughout the semester. Students are expected to read each other’s work, actively and respectfully participate in providing constructive feedback to peers, and read and discuss all required materials.
E. Diversity Issues:
This class assumes incorporation of critical and informed examination of diversity issues, as they relate to psychological research. Biases inherent in research and the researcher will be examined. Readings, class discussion and assignments will address these issues.
F. Description of Course Requirements and Assessment Methods:
Participation:
Class participation is a vital component of this seminar. It allows students to learn from each other, and permits the instructor to assess students’ learning and thinking styles, as well as their understanding of the material. Class participation will be evaluated based on the following:
· The student’s willingness to participate actively in, and remain focused during, class discussions
· The student’s ability to participate in a respectful and open manner
· The student’s level of preparation and familiarity with required material
· The quality of the student’s contribution, including an appropriate level of complexity, an ability to integrate various sources of information and levels of analysis, and a willingness to think creatively and flexibly (rather than repeat what others have said)
· The student’s ability to provide constructive feedback to peers, and receive and incorporate feedback from peers and from the instructor into their work
Attendance:
Attendance criteria for this class include the following: if students miss more than 2 classes, they risk obtaining “no credit” for the semester, even if they have performed well on other dimensions of the class. Being more than 10 minutes late for a class, or in returning from a break, counts as missing one class. Attendance is a basic requirement. Turning in a written assignment late, or failing to turn it in, will result in a lower grade or failure of the class, depending on the work missed, at the discretion of the instructor. Contact the instructor as soon as possible if you learn you will be missing a course requirement. Attendance will be graded as follows:
Ethical, Legal, and Professional Standards of Care:
Students are expected to perform within professional standards of research as determined by ethical codes, legal considerations, the University or Campus Internal Review Board, and accepted professional research practice. (See #5 in “IV. Policies and Procedures” section.) Ethical violations may result in students not passing the course (at the professional judgment of the instructor based on the nature of the ethical violation), regardless of quantity and quality of work in other areas. All dissertations must be submitted to IRB for approval, even if they do not involve any human participants. Failure to do so will result in referral to the program SERC and/or Program Director or equivalent.
Behavioral Expectations:
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, graduate-level class participation, timely completion of assignments, or for violations of ethical and professional standards of care, at the discretion of the instructor.
Grading:
Students will receive a Credit/No Credit grade (see the Systemwide catalog for the Academic Standing Status for CSPP Doctoral Students). Credit for the class will be determined as follows:
Required Texts:
Alliant International University (2009). Psy.D. Program Handbook and Research Manual. San Francisco: Alliant International University.
APA (2009). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: APA.
Meltzoff, J. (1997). Critical Thinking About Research: Psychology and Related Fields. Washington, D.C.: APA.
Rudestam, K. E., & Newton, D. R. R. (2007). Surviving Your Dissertation: A Comprehensive Guide to Content and Process (3rd ed.). Sage Publications, Inc.
Recommended Text:
Cassidy, J., & Shaver, P. R. S. (2008). Handbook of Attachment, Second Edition: Theory, Research, and Clinical Applications (Second Edition.). The Guilford Press.
IV. Policies and Procedures:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work and information missed during absences. When an absence is necessary, students should contact the instructor beforehand, either by phone or by email. See the University Catalog for the complete policy on attendance.
2. Information on Participation/types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who wish to make alternate arrangements for grading of participation, on the basis of cultural considerations, should discuss this with the instructor at the start of the semester. This option is not meant to be used to remediate lack of participation after the fact.
3. Responsibility to Keep Copies:
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
4. Respectful Speech and Actions:
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
5. Academic Code of Conduct and Ethics:
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
6. Evaluation of Students’ Professional Development and Functioning:
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology program. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
7. Disability Accommodations Request:
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli;nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays:
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services:
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
10. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
V. Course Schedule:
Week 1: SEPT 1 Topics: Introductions, Getting organized, Creating a time-line for reading articles, Your strengths and weaknesses, Expectations of the Psy.D. dissertation process
Class Activity: Discussion of terms for literature search
Week 2: SEPT. 8 Topic: A map of the field & organizing your materials
Reading: Meltzoff Ch. 1 & 3, Rudestam & Newton Ch. 1
Assignment: Bring results of your first literature search and your favorite article to share with the class
Class Activity: Categorizing studies
Week 3: SEPT. 15 Topic: Analyzing existing research
Reading: Meltzoff Ch. 2 & 6, and classmates’ articles
Assignment: Written analysis of your article, and come prepared to discuss others’ articles
Class Activity: Presentation and discussion of your favorite article
Week 4: SEPT. 22 Topic: Defining your research question
Reading: Meltzoff Ch. 5 & 7, Rudestam & Newton Ch. 2, and your own articles
Assignment: Two-page description of your research question and type, to share with the group
Class Activity: Discussion of research questions and basic terms
Week 5: SEPT. 29 Topic: Defining the nomological net
Reading: Focus on your own articles
Assignment: Place articles you have read into nomological net
Class activity: Discussion of terms and conceptual organization, Sign up for individual meetings with instructor
*Week 6: OCT. 6* Topic: Individual meetings with instructor to develop the nomological net
Assignment: Draft of nomological net, according to your learning style
Week 7: OCT. 13 Topic: Revisiting your research question
Reading: Rudestam & Newton Ch. 3, and your own articles
Assignment: Revised description of your research question, and abstract
Class activity: Discussion and critique of research questions and abstracts
Week 8: OCT. 20 Topic: Creating an outline and conclusion
Reading: Rudestam & Newton Ch. 4, and your own articles
Assignment: Bring draft of your outline to share with the group
Class activity: Discussion of outlines, Sign up for individual meetings with instructor
*Week 9: OCT. 27* Topic: Individual meetings with instructor to fill in the outline
Assignment: Bring a narrative version of your outline
Week 10: NOV 3 Topic: Roadblocks and problem-solving
Assignment: Incorporate instructor feedback to create First Draft of your literature review. Bring copies to share with classmates
Class activity: Open discussion and problem-solving about roadblocks, sharing your strengths with your peers
Week 11: NOV. 10 Topic: Developing your literature review
Reading: Read your peers’ drafts from the previous week
Assignment: Come prepared to provide constructive feedback to your peers
Class activity: Feedback and discussion of First Drafts, Sign up for individual meetings with instructor
*Week 12: NOV. 17* Topic: Individual meetings with instructor to revise your literature review
Assignment: Bring Second Draft of literature review, and specific questions to discuss with instructor
Week 13: NOV 24 Topic: Oral presentations of literature review (30 min. each)
Assignment: Final Draft of Written Literature Review due, Sign up for individual meetings with instructor
*Week 14: DEC 1* Topic: Individual meetings with instructor for feedback
Week 15: DEC 8 Topic: Closing and preparing for intersession and next semester
Class activity: Class discussion and potluck!